An important contribution to the growing body of work on Latin
American policy making in education, this volume presents a
critical analysis of the conflicts and contradictions inherent in
educational policy planning in Mexico since the early 1970s. In an
effort to forge a clearer and more comprehensive understanding of
the processes involved, the authors examine the complex
relationships among the politics of a corporative State built on
the remains of a revolutionary tradition, the current model of
associated-dependent development, and the process of policy
formation in formal and nonformal education. Analysis of specific
cases enables the authors to present an overview of the factors
involved in the designing, planing, and implementation of
educational policies in Mexico, as well as assessing the effects of
educational change on the poorest sectors of its society.
Morales-Gomez and Torres begin by analyzing some of the
political economy factors that historically have determined the
current process of associate-dependent development in Mexico and
how they have evolved and shaped the role of education in the
country. They show how educational policies and practices are
affected by the processes of sociopolitical change that underly the
formation and evolution of the corporatist State. A critical review
of the structure and functioning of the educational system in
Mexico precedes three case studies of formal and nonformal
education that illustrate the relationships among the predominant
ideas shaping current development in the country, the process of
policy formation in education, and the actual practice of formal
and nonformal education. The first case study examines primary
education as a manifestation of the contradictions in educational
policy; the second focuses on some of the nonformal initiatives
carried out by the government over the last two decades; and the
third looks at adult workers' education.
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